Understanding Of Number Concepts Research Articles

Model Pembelajaran Course Review Horay untuk Meningkatkan Pemahaman Konsep Bilangan 1-10

This experimental study aims to increase children’s comprehension of the concepts of number 1-10 by implementing the Course Review Horay Learning Model. The research subjects were group A children in PAUD Tunas Harapan Medan. The understanding of number concepts was evaluated from pretest and posttest with the indicator is to comprehend the concept of number. The scores were analyzed statistically by using the paired-sample t-test. The students in the experimental class were taught by using the Course Review Horay Learning Model, while the control was taught conventionally. The results of the study show the experimental class data group differs from the form control class with a significant value is 0.86 (p = 0.05). The results of the study concluded that the Course Review Horray Learning Model can significantly improve children's ability to understand the concept of number 1-10.

Improved set-size labeling mediates the effect of a counting intervention on children's understanding of cardinality.

How does improving children's ability to label set sizes without counting affect the development of understanding of the cardinality principle? It may accelerate development by facilitating subsequent alignment and comparison of the cardinal label for a given set and the last word counted when counting that set (Mix et al., 2012). Alternatively, it may delay development by decreasing the need for a comprehensive abstract principle to understand and label exact numerosities (Piantadosi et al., 2012). In this study, preschoolers (N=106, Mage =4;8) were randomly assigned to one of three conditions: (a) count-and-label, wherein children spent 6weeks both counting and labeling sets arranged in canonical patterns like pips on a die; (b) label-first,wherein children spent the first 3weeks learning to label the set sizes without counting before spending 3weeks identical to the count-and-label condition; (c) print referencing control. Both counting conditions improved understanding of cardinality through increases in children's ability to label set sizes without counting. In addition to this indirect effect, there was a direct effect of the count-and-label condition on progress toward understanding of cardinality. Results highlight the roles of set labeling and equifinality in the development of children's understanding of number concepts.

Performance of mentally retarded children on a hierarchically sequenced introductory mathematics curriculum∗

Abstract Sixteen severely and moderately retarded children were given diagnostic tests to assess their understanding of number concepts. One group of eight children (experimental) were then given training on a hierarchically sequenced introductory mathematics curriculum and the other group of eight children (control) were given training on the same objectives but through traditional techniques. Results at the end of 12 months showed that the experimental group mastered an average of 32 objectives while the control group averaged 15.5 These results suggest that hierarchically sequenced mathematics curriculum may provide an effective approach to the teaching of number concepts to the severely and moderately retarded. ∗A paper presented by the senior author at the New Zealand Psychological Society Conference (Symposium on Mental Retardation), University of Canterbury, Christchurch, New Zealand. August 1978.

Early Conservation as a Predictor of Arithmetic Achievement.

One hundred twenty-four boys and girls were tested on a conservation of number task in kindergarten and were administered an arithmetic achievement test one and a half years later, towards the end of the first grade. The results indicated that early conservation was predictive of later arithmetic performance. Children who conserved number in kindergarten were significantly more likely to perform at or above grade level in arithmetic a year and a half later than were those who did not. Similarly, the mean first grade arithmetic achievement test score of those who conserved number in kindergarten was significantly higher than that of those who did not. These findings were interpreted as supportive of Piaget's assertion that conservation is basic to the understanding of number concepts.

In the classroom: Improving understanding of number concepts in third grade

Why does one try new ideas and different gimmicks? In this case I had a few pupils who didn't seem to respond to any method I had ever used before in teaching the number combinations to 20, which is one of the main objectives in third-grade arithmetic. I had tried various work sheets, permitted finger counting, compared number size, and many other devices that I thought would help promote understanding along with memorization and drill.

Don't count your chickens before they hatch

In the first grade we feel that the arithmetic period should be a learning laboratory. The children should be involved in various concrete and meaningful experiences in which numbers play a vital role. These experiences may include grouping and manipulating objects, measuring and constructing objects, or dramatizing number experiences, all of which help the children acquire an understanding of number concepts.

Children's understanding of number concepts: Characteristics of an individual and of a group test.

Children's understanding of number concepts: Characteristics of an individual and of a group test.

The Abacus—A New Use for an Old Tool

Are you looking for an interesting appproach to the understanding of number concepts? Does your class completely understand the use of the zero, place value, and what we mean when we say that our number system has a base of ten? How well do you, as a teacher, understand these concepts? How well can you put forth these ideas to your class?